A Case Study Of: A Principal Preparation Program in One School District

Simple item page
dc.contributor.authorRobertson, Donalden
dc.contributor.committeechairTwiford, Travis W.en
dc.contributor.committeememberSoltner, Eugeneen
dc.contributor.committeememberRoberts, James T.en
dc.contributor.committeememberSalmon, Richard G.en
dc.contributor.committeememberByers, Larryen
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:08:35Zen
dc.date.adate2007-04-24en
dc.date.available2014-03-14T20:08:35Zen
dc.date.issued2007-03-21en
dc.date.rdate2010-04-24en
dc.date.sdate2007-03-28en
dc.description.abstractThe primary role of the principal has expanded over the past two decades from one of manager to one of manager and instructional leader. With the expanded role of instructional leader, the principal of the twenty-first century is faced with increased levels of accountability for student achievement as evidenced by national legislation, revised state standards, and an ever-increasing scrutiny by shareholders. Six years ago research indicated that approximately one fourth of practicing principals were eligible for retirement in the next three to four years (Lauder, 2000). School districts across the country are finding it more and more difficult to attract qualified candidates with the requisite instructional leadership skills for available principal positions and have chosen to address this crisis by creating principal preparation programs aligned with current needs and based on key practices. The purpose of this qualitative case study was to determine whether school personnel who participate in AAA Public School's leadership training program are better prepared for the principalship than those school personnel who did not participate in this leadership training program. Data collection included (a) focus group interview comprised of a random sample of assistant principals and principals who had participated in the leadership training program (N = 6), (b) focus group interview comprised of a random sample of assistant principals and principals who had not participated in the leadership training program (N = 6), (c) focus group interview with the population of assistant superintendents who evaluate principals (N = 4), (d) leadership academy training documents, and (e) observations. Study results found that administrators who participated in this leadership training program were better prepared, more confident in their leadership, and were more knowledgeable in the roles and responsibilities which principals face.en
dc.description.degreePh. D.en
dc.identifier.otheretd-03282007-102921en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-03282007-102921/en
dc.identifier.urihttp://hdl.handle.net/10919/26532en
dc.publisherVirginia Techen
dc.relation.haspartdissertation.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjecteducational leadershipen
dc.subjectschool administrationen
dc.subjectprincipal preparationen
dc.subjectschool leadershipen
dc.titleA Case Study Of: A Principal Preparation Program in One School Districten
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
dissertation.pdf
Size:
718.39 KB
Format:
Adobe Portable Document Format
Download

Collections

Doctoral Dissertations